| Summary: | Today's children characterized and named according to Palfrey and Gasser for digital natives. Children are shaped by the use of media and ICT (Information- and Communication Technology) in a natural way. If their participation in environments where the media and ICT is common, it leads to other conditions than the previous generations. The purpose of this study was to understand and describe what teachers say and do to create involvement in children's use of media and ICT tools. The former media education development works carried out at preschools in Piteå municipality was the starting point and inspiration for the study. Study was based on a qualitative approach. Qualitative interviews and participant observations were carried out at one preschool in Piteå. Methods enriched each other and gave a credible performance. The results are presented on four thematic areas - preschool use of media and ICT, children's involvement with media and ICT, home versus preschool, media and ICT infrastructure. It appeared in both theoretical and empirical research material that the media educational approach is playful, with a focus on opportunities and that it streamlines the children's learning. Curriculum for the preschool set to multimedia and information technologies can be used in preschool, both in the creative processes and the enforcement. There are no guidelines to media education should be in a preschool. The study showed, however, one advantage of working as there is another approach to achieve the curriculum striving goals. Dagens barn kännetecknats och benämns enligt Palfrey och Gasser för digitala infödingar. Barn formas genom användningen av media och IKT (informations- och kommunikations- teknik) på ett naturligt sätt. Deras deltagande i miljöer där media och IKT är vanligt leder till andra förutsättningar än för de tidigare generationerna. Syftet med studien var att förstå och beskriva vad pedagoger säger och gör för att skapa delaktighet i barns användning av media och IKT- verktyg. De tidigare ...
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